Roberts 1

Observation Notes

September 14, 2016

Very organized
Explains each process (writing process) clearly with a power-point
She asks questions to make sure students remember and are paying attention/ makes sure

students understand what shes saying.

Uses acronyms ARMS, CUPS (capitalization, usage, punctuation, spelling)
Uses color, highlights main terms
Plays review game (Rags to Riches)
Answers all students questions
Gives hints to correct answers and remember terms
Goes through why answers are correct and others are wrong
Puts the homework assignment on board
Encourages students to answer and ask questions
Uses worksheets to review material
Group work, and she works with groups (gives all students her attention). Also, she lets

students help each other with the material

She is very engaging.
Students will raise their hand when they have a question
Raises her voice when she cant get her class attention like when they are talking too

loudly and not whispering

Has them sit in assigned seats

September 19, 2016

Going to the computer lab for further instruction (has them sit in assigned seat to behave)
Students are focused well on her instructions. They are not playing games on the

computer.
She uses the projector to show them how to format their paper and goes around the room

to answer questions like how to spell words, grammar, etc.

She helps students type their stories. She sits beside them and works with them
She gives them hints to help them with typing like use spellcheck, watch for underlined

words, space after periods, etc.

 Roberts 2

Students work quietly. They are all typing their stories. There is minimal goofing off or

talking. They are very quiet.

Students will politely raise their hands when they have a question just like in the

classroom. She will get to them as soon as she can (once shes done with others).
She walks around the room to see if theyre working.
Students seem to enjoy creating stories. They like sharing their ideas with each other.
They go to the computer lab every Monday for reading comprehension.
She raises her voice when they do get a little rowdy.

September, 20, 2016

Lesson today- exposition, rising action, climax, falling action, resolution (labeling parts

of a story)
Projects the story (The Jacket) on the board so everyone can see
She asks questions to make sure students are listening to the story and understanding it.
She goes over the worksheet from the story on the elmo with them.
She reads another story, (Just Once) that goes over setting, characters, point of view,

conflict, plot of events.

Students work quietly on worksheet for this story on their own.
Student will read once they are done with the worksheet.
They will raise their hands to answer the problems from the worksheet.
The worksheet requires students to think about the story.
They do another worksheet on context clues Vocabulary they may not know but can

figure out using the story.

She uses a ticket method If they do well on quizzes they take online during their own

time, they get a ticket. If their ticket is drawn, they get a prize.
Bellringer (work they do before class begins) today is read or finish worksheet. This is

also when she hands out the tickets.

She uses silent lunch as a punishment.
They go over a literary conflict power-point.
It uses pictures to review different types of conflict. There is also slides that have

paragraphs, and they have to decide what type of conflict the paragraph is describing.
She encourages students who usually dont speak to answer.
She explains terms in story that all students might not know (like rules of football).
She reads two different stories to make sure students understand concepts.
 Roberts 3

She uses simpler words or ideas if there is part of the story they dont understand.
She uses the same sheet in the first class for her other classes. She just covers up the

answers.
She gives students plenty of time to complete the worksheets.
They go over them together.
She makes sure kids that were absent gets the work they missed at the beginning of class.
She makes sure students do not interrupt her
She allows students to move if they cant see the board.

September 22, 2016

They are going over worksheet from a story they read.

Students will answer the questions. She will call on them when they raise their hands.
They are going over climax, resolution, moral/themes, static/dynamic.
The teacher stands in front of the class.
Also, the worksheet is going over words that are spelled the same but have different

meanings and spellings.

Students will check their own paper.
They begin to practice making an outline.
She writes the outline on the board about Halloween.
I. Candy
A. Chocolate
a. Hersheys
b. Tootsie Rolls
c. Milk Duds
On the test, there will be questions like which heading would make the most sense.
She does a question with them to provide an example.
She explains directions when students dont understand or have a question for the

worksheet.
Worksheet is reviewing grammar nouns, verbs, etc.
Worksheet gives a sentence, and students will answer questions from that sentence.
She gives them hints. Proper nouns are capitalized. Common nouns are not.
She will give students more time if need.
She assigns them to do a few questions at a time, and then will give them about 3 minutes

to answer them.
She reminds students of vocabulary quiz and to have their parents sign their reading log.
Library is on Thursday. Some students (band students) will go to the library while others

stay in the room and read silently or work on homework.

 Roberts 4

Teacher stays at the front desk and works on computer while also looking up at her

students from time to time.

She places graded assignments on desks when students are at library.
Students line up at door when it is time to leave.
She uses an app to scan their grades on unit tests, and it saves her time.
Work in groups of 2 or 3 again on packet.
Encourages them to whisper and focus on packet. If they dont, she will take the packet

and grade it as it is.

Raises her voice if room gets too loud, students are not working on packet, or if theyre

not sitting properly in their desks.

She will tell students how much time they have left to work on packet.
She tells students what to place in their binder.
Students seem eager to answer the questions.
Students read or sit quietly if they are not the ones checking the packet.
She will repeat answers if students need them after going over whole packet.

September 27, 2016

Students are doing worksheet about quotation marks going over half the page together

with the elmo; the rest is to be completed on their own.

Also do another page on their own, then they will go over it (quotation marks again)
Students work quietly on their worksheet
Teacher asks students if they need more time on worksheet and she will give them more.
Students will read a book once they are done.
Kids move around to where they can see the elmo, then will go back to original seats.
Maniac Magee - Starting the novel today
Teacher reads book out loud and kids follow along with their own copy.
She will ask questions to review what has happened in the book.
After teacher is done reading out loud, students read their own library book silently or sit

quietly.
Students have to turn in reading log at the end of the week
Bellringer for the day is read silently.
She hands out homework for those that are absent and plans when they will take missed

quizzes.
Students make corrections on Unit Test leave original answer but write out new one

beside it.
 Roberts 5

The teacher will give 4 points back if they get corrections right
She hands first person in each row the papers. Then they will pass it back.
She gives silent lunch to those that did not do their homework.
Reviewed what they did yesterday since there was many absent.
She has written a sentence on the board, and they will use the same sentence all week to

cover new material.

She uses packet to explain quotation marks when to use them and its different uses.
They finish they worksheet after lunch.
She tells them to correct any typos on the worksheet like punctuation and grammar

mistakes.
Students share their book if there are not enough copies for everyone.
She lets the last block work together and help each other on test corrections (they did not

do as good on the test).

She chose the groups.
She tells them what they messed up on when they typed their stories from last week.

October 4, 2016

She has spare pencils in the room.

Students check their own 10 questions on the story. Teacher then will check them on her

own to see if theyre honest

The 10 questions are on the board.
She has students write the number they missed on the top and then puts them in the

basket.
She reads Maniac Magee after the work is done.
She makes sure student understand terms they might not know.
She asks for volunteers when taking up books or passing out papers.
Bellringer for the day is read silently.
She also has spare books for them to read if one of them does not have one for

themselves.
She goes over sentence of the week after bellringer.
Projects the story on the board and reads it out loud All Summer in a Day
The lesson is going over plot, character, theme, and conflict.
Students seem to like the story set in the future and on Venus.
She wants them to answer question on the board in complete sentences.
Many students raise their hands and seem eager to answer.
She discusses main parts of the novel before she starts reading to see if they remember.
 Roberts 6

The teacher will ask question about the story that makes the students think The answer

isnt exactly in the story. They have to think about the characters.